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Appendix D
A Leader Plan of Action and the ECAS
D-1. By completing a set of tasks (shown in Fig-
ure D-1), leaders can improve, sustain, or rein-
force a standard of performance within their
organizations. Leaders may complete some or
all of the sub-tasks shown in Figure D-1, de-
pending on the situation.
D-2. A leader plan of action (developed in step
3) identifies specific leader actions necessary to
achieve improvement. It is similar to the indi-
vidual plan of action that Appendix C discusses.
D-3. Begin your plan of action by assessing
your unit (Step 1). Observe, interact, and
gather feedback from others; or conduct formal
assessments of the workplace. Then analyze
the information you gathered to identify what
needs improvement (Step 2). Once you have
identified what needs improvement, begin to
develop courses of action to make the
improvements.
D-4. In Step 3, you develop your plan of action.
First, develop and consider several possible
courses of action to correct the weaknesses you
identified. Gather important information, as-
sess the limitations and risks associated with
the various courses, identify available key per-
sonnel and resources, and verify facts and as-
sumptions. Attempt to predict the outcome for
each possible course of action. Based on your
predictions, select several leader actions to deal
with the problems.
D-5. Execute your plan of action (Step 4) by
educating, training, or counseling your subordi-
nates; instituting new policies or procedures;
and revising or enforcing proper systems of re-
wards and punishment. Your organization
moves towards excellence by improving sub-
standard or weak areas and maintaining condi-
tions that meet or exceed the standard. Finally,
periodically reassesses your unit to identify new
matters of concern or to evaluate the effective-
ness of the leader actions.
D-6. You can use this process for many areas of
interest within your organization. A case study
demonstrating how to use an ECAS to prepare
a leader plan of action follows. It includes a de-
scription of how one leader gathered informa-
tion to complete the survey. (You can obtain the
form used to conduct an ECAS through Train-
ing Support Centers by ordering GTA 22-6-1.)
Army Leadership D-1
Develop Plan of Action(improve/maintain)Assess Analyze Execute Plan
of ActionExcellence
1 2 3 4
�
�
�
Develop COAs– Gather information– Limitations/risk– Resources– Key personnel– Facts/assumptions
Predict outcomes
Select COAs
�
�
�
�
Observe
Interact
Gathersubordinateinput
Obtain peerinput
�
�
�
Educate/CounselSubordinates
Institute Procedures
Reward/Punish
Identify Problems Improve/Maintain
Reassess
Figure D-1. The Leader Plan of Action Development Process
PREPARATION OF AN ECAS
D-7. 2LT Christina Ortega has been a military
police platoon leader for almost eight months.
When she first came to the platoon, it was a
well-trained, cohesive group. Within two
months of her taking charge, she and her
platoon deployed on a six-month rotation to
support operations in Bosnia. The unit per-
formed well, and she quickly earned a reputa-
tion as a leader with high standards for herself
and her unit. Now redeployed, she must have
her platoon ready in two months for a rotation
at the Combat Maneuver Training Center
(CMTC). She realizes that within that time she
must get the unit’s equipment ready for deploy-
ment, train her soldiers on different missions
they will encounter at the CMTC, and provide
them some much needed and deserved time off.
D-8. As 2LT Ortega reflects on her first eight
months of leadership, she remembers how she
took charge of the platoon. She spoke individu-
ally with the leaders in the platoon about her
expectations and gathered information about
her subordinates. She stayed up all night com-
pleting the leadership philosophy memoran-
dum that she gave to every member of her
platoon. After getting her feet on the ground
and getting to know her soldiers, she assessed
the platoon’s ethical climate using the ECAS.
Her unit’s overall ECAS score was very good.
She committed herself to maintaining that
positive ethical climate by continuing the estab-
lished policies and by monitoring the climate
periodically.
D-9. Having completed a major deployment
and received a recent influx of some new
soldiers, 2LT Ortega decides to complete an-
other ECAS. She heads to the unit motor pool to
observe her soldiers preparing for the next
day’s training exercise. The platoon is deploy-
ing to the local training area for the “best
squad” competition prior to the ARTEP evalua-
tion at the CMTC. “The best squad competition
has really become a big deal in the company,”
she thinks. “Squad rivalry is fierce, and the
squad leaders seem to be looking for an edge so
they can come out on top and win the weekend
pass that goes to the winning squad.”
D-10. She talks to as many of her soldiers as
she can, paying particular attention to the new-
est members of the unit. One new soldier, a ve-
hicle driver for SSG Smith, the 2nd Squad
Leader, appears very nervous and anxious.
During her conversation with the soldier, 2LT
Ortega discovers some disturbing information.
D-11. The new soldier, PFC O’Brien, worries
about his vehicle’s maintenance and readiness
for the next day. His squad leader has told him
to “get the parts no matter what.” PFC O’Brien
says that he admires SSG Smith because he re-
alizes that SSG Smith just wants to perform
well and keep up the high standards of his pre-
vious driver. He recounts that SSG Smith has
vowed to win the next day’s land navigation
competition. “SSG Smith even went so far as to
say that he knows we’ll win because he already
knows the location of the points for the course.
He saw them on the XO’s desk last night and
wrote them on his map.”
D-12. 2LT Ortega thanks the soldier for talk-
ing honestly with her and immediately sets him
straight on the proper and improper way to get
repair parts. By the time she leaves, PFC
O’Brien knows that 2LT Ortega has high stan-
dards and will not tolerate improper means of
meeting them. Meanwhile, 2LT Ortega heads
back toward the company headquarters to find
the XO.
D-13. She finds the XO busily scribbling num-
bers and dates on pieces of paper. He is obvi-
ously involved and frantic. He looks up at her
and manages a quick “Hi, Christina,” before re-
turning to his task. The battalion XO appar-
ently did not like the way the unit status report
(USR) portrayed the status of the maintenance
in the battalion and refused to send that report
forward. Not completely familiar with the USR,
2LT Ortega goes to the battalion motor officer
to get some more information. After talking to a
few more people in her platoon, 2LT Ortega
completes the ECAS shown in Figure D-2.
D-2 FM 22-100
Appendix D
Army Leadership D-3
A Leader Plan of Action
*Use the following scale for questions in Section III.
Section II Total
Section III Total
III. Unit Leader Actions - “What do I do?”
44
5
33
5
44
5
55
3
44
5
31
4
5
32
INSTRUCTIONS
Answer the questions in this survey according to how you currently perceive yourunit and your own leader actions, NOT according to how you would prefer them tobe or how you think they should be. This information is for your use, (not yourchain of command’s) to determine if you need to take action to improve the EthicalClimate in your organization. Use the following scale for all questions in Sections Iand II.
I. Individual Character -
II. Unit/Workplace Policies & Practices -
“Who are we?”
“What do we do?”
Section I Total
not
4
2
5
11
2
5
1
3
IV. Environmental/Mission Factors -
Total Socre (I + II + III + IV)
“What surrounds us?”
ECAS
Section IV Total
Place the Total Score from each section in the spaces below:(A score of 1 or 2 on any question requires some immediate leader action.)
Section I - Individual Character Total Score
Section II - Leader Action Total Score
Section III - Unit Policies and Procedures Total Score
Section IV - Environmental/Mission Factors Total Score
Take Action to Take Actions to Improve Maintain a HealthyImprove Ethical Climate Ethical Climate Ethical Climate
25 - 75 76-100 101 - 125Immediate
Use the following scale for all questions in Section IV. ***Note: the scale isreversed for this section (Strongly Agree is scored as a “1”, not a “5”) ***
1
1
1
251
11
11
11
85
3132
Ethical
Climate
Assessment
Survey
ETHICALCLIMATE
Lo
yalty
Courage Honor R
esp
ect
Selfless
Ser
vic
eInte
grity
Duty
An ethical climate is one in which our stated Army values are routinelyarticulated, supported, practiced and respected. The Ethical Climate of anorganization is determined by a variety of factors, including the
of unit members, the within theorganization, the , and
. Leaders should periodically assess their unit’s ethical climate andtake appropriate actions to maintain the high ethical standards expected ofall Army organizations. This survey will assist you in making theseassessments and in identifying the actions necessary to accomplish thisvital leader function. FM 22-100, , provides specificleader actions necessary to sustain or improve your ethical climate, asnecessary.
individualcharacter policies and practices
actions of unit leaders environmental and missionfactors
Army Leadership
GTA 22-6-1
Figure D-2. Example of an Ethical Climate Assessment Survey
PREPARATION OF A LEADER PLAN OF ACTION
D-14. 2LT Ortega looks at her ECAS score and
determines that she needs to take action to im-
prove the ethical climate in her platoon. To help
determine where she should begin, 2LT Ortega
looks at the scores for each question. She knows
that any question receiving a “1” or “2” must be
addressed immediately in her plan of action. As
2LT Ortega reviews the rest of the scores for
her unit, she identifies additional problems to
correct. Furthermore, she decides to look at a
few actions in which her unit excels and to de-
scribe ways to sustain the performance. As she
continues to develop the leader plan of action,
she looks at each subject she has identified. She
next develops the plan shown in Figure D-3 to
correct the deficiencies. At the bottom of the
form, she lists at least two actions she plans to
take to maintain the positive aspects of her pla-
toon’s ethical climate.
D-15. 2LT Ortega has already completed the
first three steps (assess, analyze, and develop a
planofaction)specified inFigureD-1.Whenshe
takes action to implement the plan she will have
completed the process. She must then follow up
to ensure her actions have the effects she
intended.
D-4 FM 22-100
Appendix D
Army Leadership D-5
A Leader Plan of Action
Actions to correct negative aspects of the ethical climate in the organization
Problem: Dysfunctional competition/stress in the unit (the competition is causing some members of
the unit to seek ways to gain an unfair advantage over others) [ECAS question # II.C., IV.A. &
IV.C.]
Action:
� Postpone the platoon competition; focus on the readiness of equipment and soldier preparation
rather than competition.
� Build some time in the long-range calendar to allow soldiers time to get away from work and
relax.
� Focus on the group’s accomplishment of the mission (unit excellence). Reward the platoon, not
squads, for excellent performance. Reward teamwork.
Problem: Battalion XO “ordering” the changing of reports [IV B., D. & F.]
Action:
� Go see the company XO first and discuss what he should do.
� If the XO won’t deal with it, see the commander myself to raise the issue.
Problem: Squad leader’s unethical behavior [I.B. & II.A.]
Action:
� Reprimand the squad leader for getting the land navigation points unfairly.
� Counsel the squad leader on appropriate ways to give instructions and accomplish the mission
without compromising values.
Problem: Unclear instructions given by the squad leader (“get the parts no matter what”) [II.A.]
Action:
� Have the platoon sergeant give a class (NCODP) on proper guidelines for giving instructions
and appropriate ethical considerations when asking subordinates to complete a task.
� Have the platoon sergeant counsel the squad leader(s) on the importance of using proper supply
procedures.
Problem: Company XO “changing report” to meet battalion XO’s needs [IV.B. & F.]
Action:
� Have an informal discussion with the company XO about correct reporting or see the company
commander to raise the issue about the battalion XO.
Actions to maintain positive aspects of the ethical climate in the organization
Maintain: Continue to hold feedback (sensing) sessions and conduct ECAS assessments to maintain
a feel for how the platoon is accomplishing its mission. [ I I .D. & G.; III.A. & B.]
Maintain: Continue to reward people who perform to high standards without compromising values.
Punish those caught compromising them. [III.E. & F.]
Figure D-3. Example of a Leader Plan of Action
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